Melodies That Help: The Relation between Language Aptitude and Musical Intelligence
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| Title: | Melodies That Help: The Relation between Language Aptitude and Musical Intelligence |
|---|---|
| Language: | English |
| Authors: | Fonseca-Mora, M. C., Toscano-Fuentes, C., Wermke, K. |
| Source: | Online Submission. 2011 22(1):101-118. |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 13 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 |
| Descriptors: | Language Acquisition, Music, Languages, Relationship, Learning Theories, Infants, Language Aptitude, Auditory Discrimination, Second Languages, Second Language Learning, Learning Modalities, Intelligence, Grade 6 |
| Abstract: | Music and rhythm have been defined as powerful aids to language learning, memory, and recall. But is this due to structural and motivational properties of instrumental music and songs, or is there a relation between learners' language aptitude and musical intelligence? It seems that everyone who feels motivated to do it is able to learn other languages to some degree, as long as an appropriate learning method is used. However, learning foreign languages is not easy, as many variables need to be considered if the desired result is optimal language learning in a non bilingual environment. Probably, one of the main obstacles to learning a foreign language in this context is the lack of continuous target language auditory input. While in first language acquisition babies start receiving sonorous stimuli in their mother's womb, in foreign language learning opportunities to receive auditory input are mainly limited to the classroom, the teacher, the classmates, and situations in which listening is included in the lesson. Language acquisition depends on interaction. With interactions affect has been shown to be a mediating force for communication to become successful. For instance, teacher talk and parental talk share many similar features. Both can be described as simplified codes created to help the hearer to learn and understand language (Arnold and Fonseca-Mora, 2007). They share features such as the frequent use of repetition, of formulaic expressions, expansions, preference for simplified vocabulary, change in voice volume, and modification of intonational contours. These speech melodies are indicators of emotions and they have a great impact on communication because, as Berger and Schneck (2003: 689) state: "Humans are not thinking machines that feel, but rather, feeling machines that think." These melodies become a help for language learning. Exaggerated melodic contours found in adult-directed-to-infant-speech are considered to be parental intuitive behaviour to guide their babies' musical beginnings (Papousek 1996), but they are also seen as a species-specific learning guidance towards language (Feu and Pinero 1996, Wermke and Mende 2009). Melodies, and music in general, are present in the language teaching context as well. (Contains 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 87 |
| Entry Date: | 2011 |
| Accession Number: | ED518583 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED518583 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Melodies That Help: The Relation between Language Aptitude and Musical Intelligence – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fonseca-Mora%2C+M%2E+C%2E%22">Fonseca-Mora, M. C.</searchLink><br /><searchLink fieldCode="AR" term="%22Toscano-Fuentes%2C+C%2E%22">Toscano-Fuentes, C.</searchLink><br /><searchLink fieldCode="AR" term="%22Wermke%2C+K%2E%22">Wermke, K.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2011 22(1):101-118. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2011 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Music%22">Music</searchLink><br /><searchLink fieldCode="DE" term="%22Languages%22">Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship%22">Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Aptitude%22">Language Aptitude</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Discrimination%22">Auditory Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Languages%22">Second Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Music and rhythm have been defined as powerful aids to language learning, memory, and recall. But is this due to structural and motivational properties of instrumental music and songs, or is there a relation between learners' language aptitude and musical intelligence? It seems that everyone who feels motivated to do it is able to learn other languages to some degree, as long as an appropriate learning method is used. However, learning foreign languages is not easy, as many variables need to be considered if the desired result is optimal language learning in a non bilingual environment. Probably, one of the main obstacles to learning a foreign language in this context is the lack of continuous target language auditory input. While in first language acquisition babies start receiving sonorous stimuli in their mother's womb, in foreign language learning opportunities to receive auditory input are mainly limited to the classroom, the teacher, the classmates, and situations in which listening is included in the lesson. Language acquisition depends on interaction. With interactions affect has been shown to be a mediating force for communication to become successful. For instance, teacher talk and parental talk share many similar features. Both can be described as simplified codes created to help the hearer to learn and understand language (Arnold and Fonseca-Mora, 2007). They share features such as the frequent use of repetition, of formulaic expressions, expansions, preference for simplified vocabulary, change in voice volume, and modification of intonational contours. These speech melodies are indicators of emotions and they have a great impact on communication because, as Berger and Schneck (2003: 689) state: "Humans are not thinking machines that feel, but rather, feeling machines that think." These melodies become a help for language learning. Exaggerated melodic contours found in adult-directed-to-infant-speech are considered to be parental intuitive behaviour to guide their babies' musical beginnings (Papousek 1996), but they are also seen as a species-specific learning guidance towards language (Feu and Pinero 1996, Wermke and Mende 2009). Melodies, and music in general, are present in the language teaching context as well. (Contains 2 tables.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 87 – Name: DateEntry Label: Entry Date Group: Date Data: 2011 – Name: AN Label: Accession Number Group: ID Data: ED518583 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 101 Subjects: – SubjectFull: Language Acquisition Type: general – SubjectFull: Music Type: general – SubjectFull: Languages Type: general – SubjectFull: Relationship Type: general – SubjectFull: Learning Theories Type: general – SubjectFull: Infants Type: general – SubjectFull: Language Aptitude Type: general – SubjectFull: Auditory Discrimination Type: general – SubjectFull: Second Languages Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Learning Modalities Type: general – SubjectFull: Intelligence Type: general – SubjectFull: Grade 6 Type: general Titles: – TitleFull: Melodies That Help: The Relation between Language Aptitude and Musical Intelligence Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fonseca-Mora, M. C. – PersonEntity: Name: NameFull: Toscano-Fuentes, C. – PersonEntity: Name: NameFull: Wermke, K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2011 Numbering: – Type: volume Value: 22 – Type: issue Value: 1 Titles: – TitleFull: Online Submission Type: main |
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